北师大高中英语Units1-3基础知识。

经验告诉我们，成功是留给有准备的人。高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让上课时的教学氛围非常活跃，减轻高中教师们在教学时的教学压力。您知道高中教案应该要怎么下笔吗？以下是小编为大家收集的“北师大高中英语Units1-3基础知识”欢迎您阅读和收藏，并分享给身边的朋友！

北师大高中英语Units1-3基础知识

UNIT1Lifestyles

单词

Warm-up

boring,relaxing,stressful,peaceful,active,interesting,dangerous,exciting

Lesson1

sportsprogrammes,TVseries,cartoons,gameshows

Lesson2

stress,studio,expert,pressure,social,reduce,organise,prefer,stand

Lesson3

support,solve,design,volunteer,challenge,advertisement,presentation

Lesson4

accountant,crowded,career,otherwise,nearby

CommunicationWorkshop

classical,formal,style,cycle

短语

Warm-up

onceaweek,inonesfreetime

Lesson1

switchon/off/over,gooff,takeup,befilledwith,complainabout

Lesson2

sufferfrom

Lesson3

graduatefrom,beexcitedabout,makeadecision,bepreparedfor,meetchallenges,totellthetruth,havealongtalk,winonessupport,beproudof,solveproblems

Lesson4

distancelearning,musicfan,weatherforecast

CommunicationWorkshop

atthemoment,overtheyears

句型

Ithink...but...

Ifind...very...

Iprefer/like/enjoy...because...

Icantstand...

交际用语

Allthebest.

Canyougiveme...？

Howabout...?

Whydontyou...？

语法

一般现在时和现在进行时

一般将来时will，begoingto及一般现在时表示将来

UNIT2Heroes

单词

Warm-up

heroine,interview,admire,character,calm,generous,violent

Lesson1

astronaut,train,flight,gravity,rocket,explore,peacefully,atmosphere,land,helicopter,express,introduction

Lesson2

revolution,found,republic,equal,struggle,protest,march,stress,receive,organize,retire

Lesson3

brilliant,skillful,awful,useless,amazing,keen,unusual,succeed,advantage,champion,recent,design,fantastic,cause,fortunately,improve,event,athlete

Lesson4

disaster,promote,injury,relationship,divorce,quality,confident,superhero,funeral,react,belief,courage,raise,attention

Communicationworkshop

agreement,disagreement,badminton,dive,dead(adv.),medal,absolutely,Olympic,mean,stage

短语

Warm-up

befamousfor

Lesson1

mannedspaceship,liftoff,separatefrom,becauseof,letout

Lesson2

fightfor,fightagainst,inprison,lightbulb,beginwith,continuetodo,medicaldegree,taketurnstodo

Lesson3

makeprogress,geton,competeagainst,bestrictwith,cometoanend,roadtosuccess,moveupto,lookback

Lesson4

happento,ononesown,pullthrough,giveup,commitsuicide,getinvolved,remember..,as...,returnto,feelsorryfor...

Communicationworkshop

comeoffit,intheend

句型

Thespaceship,calledShenzhouV,wascarrying...

YangLiwei,whowasapilotinthearmy,waschosenfrom...

Atfirst,hecouldntbreathewithoutamachine.

Withtheprogressofnewmedicalresearch,Imconfidentthat...

交际用语

Well,Ithink...isimportant,because...

Imsorry,butIdontagree.

Yes,youareright,but...

Iagreewithyou,butpersonally,Ithink...

Inmyopinion,...

Oh,comeoffit!

Isuppose...but...

OK,but...

Youredeadright.

Absolutely.

Thatstrue.

Youvegotapointthere.

语法

一般过去时和过去进行时

现在完成时和一般过去时

UNIT3Celebration

单词

Warm-up

graduation,theMid-AutumnFestival,wedding,theDragonBoatFestival,turkey,pudding

Lesson1

celebration,power,darkness,tradition,include,destroy,decorate,boil,serve,seasonal,traditional,sticky,nowadays

Lesson2

alcohol,barbecue,reception,salary,teenager,congratulation,retire,smartly

Lesson3

bride,bridegroom,bestman,entrance,invitation,ceremony,contribute,link

Lesson4

decoration,adult,polar,seriously

CommunicationWorkshop

anniversary,mess,unfortunately

短语

Lesson1burndown,takepartin

Lesson2applyfor

Lesson3evenif,oughtto

Lesson4theNorthPole,putup,blowup,carryon

CommunicationWorkshopabitof,aswell

句型

Thefestivaliscelebratedby...

Itissaid/believedthatsb./sth

交际用语

Givingadvice

Yououghtto...Yououghtnotto...

Youhaveto...Youdonthaveto...

Congratulations

Welldone!Youplaybeautifully!

Wow!Thatsbrilliant!

语法

被动语态

情态动词haveto，should，can及情态动词oughtto

扩展阅读

高中英语Unit1 Cultural Relics教案

俗话说，凡事预则立，不预则废。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生们能够更好的找到学习的乐趣，减轻高中教师们在教学时的教学压力。优秀有创意的高中教案要怎样写呢？下面是小编精心为您整理的“高中英语Unit1 Cultural Relics教案”，但愿对您的学习工作带来帮助。

Unit1CulturalRelics
Thefirstperiod(WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Teachingprocedures:
Step1Warming-up
Ttalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.
Ss:Thetopicofthisunitisculturalrelics.
T:Doyouknowwhatculturalrelicsare?
(SscanfindtheanswerfromtheWarmingup.)
T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?
S1:TheGreatWall.
S2:ThePyramidsinEgypt.
S3:TheImperialPalace.……
T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
3minuteslater,asksomeSstogivetheiranswers.

Step2Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.

Step3Homework
1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.
2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheSecondPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.

Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
1、WhyitiscalledtheAmberRoom?
2、Whatelsewereusedtomaketheroombesidesamber?
3、WhywastheAmberRoomfirstbuilt?
4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPetertheGreat?
5、WhatdidCatherineIIdowiththeAmberRoom?
6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?
Fiveminuteslater,asksomeSstogivetheiranswers.

Answers:
1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.
2、TheAmberRoomwasalsomadewithgoldandjewels.
3、ItwasmadeforthepalaceofFrederickI.
4、1716，FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.
5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers
6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.

Step3Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.

Step4Post-reading
1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)
Step4SpeakingorReadingaloud
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.

Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage4.
3.Doexercise1onPage42(Ss’Book)
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheThirdPeriod
(Textanalysesandlanguagepoints)
Knowledge:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(Rbeconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
Eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.

Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.

Step4Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
____________________________________________________________________________________________________

高中英语连词知识点整理

古人云，工欲善其事，必先利其器。准备好一份优秀的教案往往是必不可少的。教案可以让学生更好的消化课堂内容，帮助教师有计划有步骤有质量的完成教学任务。那么如何写好我们的教案呢？下面是小编为大家整理的“高中英语连词知识点整理”，相信您能找到对自己有用的内容。

高中英语连词知识点整理
一.概念
连词是用来连接词,短语,从句或句子的词.连词不作成分.
二.重点连词
1.表示并列关系的连词有：and,both…and…,notonly…butalso…和neither…nor…等
1)and：和，并且（连接对等关系的字和字，句子和句子）
例如：Ienjoybasketball,footballandtabletennis.
Theweatherbecomescolderandcolder.
2)both…and…既…也…,(两者)都…
注：both…and…构成的词组作主语时,谓语动词用复数。
例如：BothJimandKatearefromEngland.
both…and…否定句表示部分否定。
例如：Youcan’tspeakbothGermanandEnglish.
Bothmyfatherandmymotheraren’tdoctors.
3)neither…nor…:既不…也不…（就近原则）
例如：NeitherInorhehasseentheplaybefore.
4)notonly…butalso…:不但…而且…（就近原则）
例如：Notonlythemotherbutalsothechildrenareill.
2.表示转折关系的连词有：but,however,yet,still，while等。
例如：Marywasanicegirl,butshehadoneshortcoming.
Hewasverytired,stillhekeptonwalking.
3.表示选择关系的并列连词有：or,either…or…,whether…or…等。
1)or：或、否则
例如：IsyourfriendEnglishorAmerican?
Hedoesn’tlikedumplingsornoodles.
祁使句后连接or，表“如果…,否则…”,有转折的意思，此时or=ifyoudon’t…,you’ll…
例如：Hurryup,oryou’llbelate.
=Ifyoudon’thurryup,you’llbelate.
2)either…or…:或者…或者…;不是…就是…(就近原则。)
例如：EitheryouorIamright.
DoeseithersheortheylikeEnglish?
注：由either…or…引导的否定句是完全否定。
例如：Sheisn’teitherastudentorateacher.
3)whether…or…不管…还是…
例如：Sheisalwayscheerful,whetherathomeoratschool.
4.表示因果关系的并列连词有：for(因为)，so(所以)。
例如：Heisnotatschooltoday,forhehasabadcold.
Itwaslate,soIwenthome.
5.引导时间状语从句的从属连词有：before,after,when,while,as,till,until,since,assoonas等。
例如：Aftertheyhadplantedtheircrops,theytookarest.
Wehavelearnedsixlessonssincehebegantoteachus.
注：1)when,while,as都表示“当……时”
a.when时间点，笼统时间段whenhewasayoungman
b.while具体时间段，有始有终whileyouareeating….
c.as渐进渐变，aswebecomeold…
例如：WhenIcamein,myfatherwascooking.
Whileyouareeating.
Hesangashewalked.
2)not…..until,译为“直到……才”。
例如：Mr.Greendidn’tgotobeduntilhischildrencameback.(格林先生直到他的孩子们回来才睡觉)
6.引导条件状语从句的从属连词有：if(如果),unless(除非，如果……不)等。
例如：Ifyoudon’tgosoon,you’llbelate.
=Unlessyougosoon,you’llbelate.
7.引导原因状语从句的从属连词有because,as,since等。
because“因为”语气最强,回答why提问时只能用because
as“由于”since“既然”语气不如because强，引导的从句常置于句首
for是并列连词，语气最弱，对前面分句加以解释或补充说明，其引导的分句常置于句末且用逗号隔开。
例如：Hedidn’tgotoschoolbecausehewasill.
Asitwasraining,wewenttherebybus.
Sinceeverybodyishere,let’sbegin.
Itmusthaverainedlastnight,forthegroundiswet.
注意：because与so不能同时使用。
8.引导让步状语从句的从属连词有：although/though(虽然，尽管),eventhough/if(即使)
例如：Although/Thoughitisaveryyoungcountry,itisveryrich.
注意：although/though引导的从句不能与but连用，但可与yet,still连用。
9.引导目的状语从句的从属连词有sothat和inorderthat(以便，为了)等。
例如：Theteacherspokeloudlysothat/inorderthatwecouldhearhimclearly.
10.引导结果状语从句的从属连词有：sothat(结果是)和so/such…that…(如此…以至于)等。
例如：Itwasverycold,sothatthewaterinthebowlfroze.
Hegottheresoearlythathegotagoodseat.
11.引导比较状语从句的从属连词有：as…as…(与……一样),notas/so…as…(不及，赶不上),和than(比)等。
例如：Iknowyoubetterthanshedoes.
Heworksascarefullyasshe.
12.引导名词性从句的从属连词有：that和if/whether(是否)等。
例如：Weknowthattheearthgoesaroundthesun.(宾语从句)
Iwonderifhehasreceivedmye-mail.(宾语从句)
注意：在时间状语从句和条件状语从句中，如果主句是将来时，从句要用一般现在时。
例如：I’llgoonwiththeworkwhenIcomebacktomorrow.

高中英语语法知识点

俗话说，居安思危，思则有备，有备无患。教师在教学前就要准备好教案，做好充分的准备。教案可以让学生们能够更好的找到学习的乐趣，减轻教师们在教学时的教学压力。教案的内容具体要怎样写呢？为此，小编从网络上为大家精心整理了《高中英语语法知识点》，仅供您在工作和学习中参考。

高中英语语法知识点

1、atlast/intheend/finally

三者均有“最后、终于”的含义。

finally常用于动词之前，表示人们长期以来期待的某事最后实现了，也可指一系列事物或论点的顺序。例如：

Afterputtingitoffthreetimes,wefinallymanagedtohaveaholidayinGreece.经过三次延期之后,我们终于在希腊度了一次假。

Theytalkedaboutitforhours.Finally,theydecidednottogo.他们谈论了几个小时，最后决定不去。

atlast有时可与finally互换，但往往用于一番拖延或曲折之后，语气更强烈。例如：

Whenatlasttheyfoundhim,hewasalmostdead.当人们最终找到他时，他已经奄奄一息了。

Jameshaspassedhisexamsatlast.詹姆斯终于通过了考试。

intheend指经过许多变化、困难的捉摸不定的情况之后，某事才发生。例如：

Wemadefivedifferentplansforourholiday,butintheendwehadasummercampagain.我们制订了五种不同的度假方案，但最后我们还是选定了再来一次夏令营活动。

2、awake/wake

awake用作及物或不及物动词，表示“叫醒，唤醒；醒来”；而wake表示相同意义时，必须与up连用，对比：

Thenoiseawokeme./Thenoisewokemeup.嗓音把我闹醒。

Sheusuallyawakesatsixinthemorning./Sheusuallywakesupatsixinthemorning.她通常早上6点醒。

注意：awake不与up连用；wakeup的宾语是人称代词时必须置于两个词之间。误：wakeuphim正：wakehimup

awake还可用作形容词，只用作表语或后置定语，不能用作前置定语。其反义词是asleep.如：

Isheawakeorasleep?他睡着了还是醒着？

Anyoneawakeheardthesound.任何醒着的人都听到了那个声音。

注意：wide/fullyawake完全醒着；sound/fast/deeplyasleep熟睡

3、attempt

(1)n.尝试；企图。

Hemadeanattempttolearntoski.他尝试着学滑雪。

Hefailedinattemptatclimbingupthemountain.他企图爬上这座山，却失败了。

(2)vt.尝试；企图。

SheattemptedtolearnJapanese.她试图学习日语。

Theprisonerattemptedanescape.那犯人企图逃走。

高中英语十六大时态用法1

一位优秀的教师不打无准备之仗，会提前做好准备，准备好一份优秀的教案往往是必不可少的。教案可以让学生能够在课堂积极的参与互动，帮助高中教师提高自己的教学质量。那么怎么才能写出优秀的高中教案呢？小编为此仔细地整理了以下内容《高中英语十六大时态用法1》，但愿对您的学习工作带来帮助。

高中英语十六大时态用法1

时态（Tense）是表示行为、动作和状态在各种时间条件下的动词形式。因此，当我们说时态结构的时候，指的是相应时态下的动词形式。

英语时态分为16种：一般现在、一般过去、一般将来、过去将来时，以及这四者的进行时、完成时和完成进行时。
1.一般现在时（do/does;is/am/are）

表示现在的情况、状态或特征。

例：Heisastudent.

他是一个学生。

表示经常性、习惯性动作。

例：Healwayshelpsothers.

他总是帮助别人。

客观事实和普遍真理。

例：Theearthmovesthesun.

地球绕着太阳转。

表示一个按规定、计划或安排要发生的动作。

仅限于某些表示“来、去、动、停、开始、结束、继续”等的动词，可以与表示未来时间的状语搭配使用。

常见的用法是：飞机、火车、轮船、汽车等定期定点运行的交通方式。

例：Thenexttrainleavesat3oclockthisafternoon.
下一趟火车今天下午3点开车。

在时间、条件和让步状语从句中经常用一般现在（有时也用现在完成时）表示将的来事情。（即：主将从现原则）

例：IwillcallyouassoonasIarriveattheairport.

我一到机场就会给你打电话。

Whenyouhavefinishedthereport,Iwillhavewaitedforabout3hours.

等你完成这份报告的时候，我就已经等了将近3个小时了。

2.现在进行时(am/is/aredoing)

表示此时此刻正在发生的事情。

例：Heislistningtothemusicnow.

他现在正在听音乐。

表示目前一段时间内一直在做的事情，但不一定此时此刻正在做。

例：Iamstudyingcomputerthisterm.

这个学期我一直在学习计算机。

现在进行时可以表示将来的含义。

a.瞬时动词的进行一定表将来。

例：Iamleaving.

我要离开了。

b.持续动词的进行只有有将来的时间状语或有将来语境中才表将来。

例：Iamtravellingnextmonth.

下个月我要去旅行。

现在进行时与频度副词连用，表示说话者或褒义或贬义的感情色彩。

例：Heisalwayshelpingothers.

他总是帮助别人。（褒义）

3.现在完成时(have/hasdone)

表示动作到现在为止已经完成或刚刚完成，强调对现在产生的影响。

例：Iboughtanewhouse,butIhaventsoldmyoldoneyet,soatthemomentIhavetwohouses.

我买了一所新房子，但是还没有卖掉旧的，所以现在我又两所房子。

表示从过去某时刻开始，持续到现在的动作或情况，并且有可能会继续延续下去。此时经常用延续性动词。

时间状语常用since加一个过去的时间点，或for加一段时间，或by加一个现在时间。

例：GreatasNewtonwas,manyofhisideashavebeenchallengedtodayandarebeingmodifiedbytheworkofscientistsofourtime.
虽然牛顿是个伟大的人物，但他的许多见解直到今天还在受到挑战，并且被现代科学家的工作所修正。